Collaborative STEM teacher professional learning with the aim of designing and enacting blended CBL approaches in STEM education.
ESoE’s ecology is:
(1) TU/e, with its innovation strategy in higher engineering education that supports Challenge Based Learning (CBL) as an educational concept to educate responsible engineers for a high-tech industry;
(2) STEM teacher education (including continuous professional development) in schools, in particular in the context of school-university partnerships in the Brainport region, and
(3) the 4TU.CEE (https://www.4tu.nl/cee/) centres for engineering education in the Netherlands (where ESoE leads the TU/e centre) with their vision to educate for sustainability, that is to prepare students and teachers to find sustainable solutions for the challenges.
The means for innovation is STEM teacher professional learning in collectives, developing and sharing best practices, (digital) tools and resources for enhanced (blended) learning. ICT is both a support and tool for collaborative STEM teacher professional learning, as well as an aim for innovation in STEM education. The realisation of CBL is through design and enactment, that is working in iterative cycles to trial, design, analyse, evaluate, and re-design learning progressions and courses. ESoE contributes to this aim with its expertise to address this challenge in a systematic, research-supported way.